The document discusses developing educational forest services in Finland, proposing a model where stakeholders from various sectors like education, tourism, and research collaborate through a coordinating actor and expert teams to establish new outdoor education programs that connect people with nature for benefits like learning, health, and recreation. It also outlines challenges in providing such services and the resilience skills they can help develop for participants.

1. Lasse Lovén
Development manager
Metsähallitus Natural Heritage Services
Finland

2.  More practical than theoretic
 Ideas derived from Finnish mythology
 Ideas developed in Finnish wilderness
 Experiences and education
 Models for developing edu-services
 Connecting forest to us

3.  Growth, incre
ment,
 Renewing
 Ecological
adaptation
 Resilience
 Learning
 Understanding
 Experiencing
 Self estimation
 Development
 Wilderness

4.  Walden
 Civil Disobedience

5. 4000 BC 1000 AD

6.  Shelter
 Source of nutrients
 Social environment
 Learning and
growth
 Survival
 Innovations
 Spirit
 Language

7.  Berries, mus
hrooms
 Herbs
 Biodiversity
 Recreation
 Health
 Information
 Ecosystem
services

8. Resilience

9. Forest land in managed forests, 3.5
million ha
Poorly productive and non-productive
land, 1.5 million ha (excluded from
forestry)
Protected areas, wilderness reserves
and other areas, 4.0 million ha
Water areas, 3.4 million ha
Public water areas
In total 12.4 million ha
9

11. • For hobbyists
• For nature lovers
• For schools
• For nature tourists
• For scientists
• For locals
• For SMEs

12.  Engaging people is the key – not so
much administrative managing which
may alienate people from the parks
(Alan Watson, Aldo Leopold Institute)

13.  Youth
 Schools
 Seniors
 Nature
enthusiasts
 Nature
tourist
 Families

14.  Supporting
 Provisioning Aesthetic
Spiritual
 Regulating
Educational
 Cultural Recreational
Constituents for
well-being

15.  Research in METLA
 And universities
 Global network
 Health trails
 Forest therapy
 Wilderness therapy
 Nature therapy
 Green prescription

16.  Oral education
 Moral code
 Over generations
 Knowing-
understanding
 Knowledge-wisdom
 Role models
 Largest collection in
world
 Finnish identity

17.  Old and young
 Deep understanding-
thin knowledge
 Penalty and revenge
 Basic conflict
 New beginning
 New issues

18.  Non-adaption
 Cultural conflict
 Poor self-esteem
 Miss-understanding
 Bullying
 Struggle
 Unfortunate
 War
 Curse
 Sisu - guts

19.  Love
 War
 Challenges
 Learning
 Not learning

20.  Light -
enlighten
 Road - trail
 Walking above
waters
 Wandering
 Transformation
 Nature´s spirits
 Metaphor as
edu-method
 Allegory as a
tool

21.  Spiritual
connection lost
 Institutions weaken
 Traditions
forgotten
 New wheels - are
they rolling

22.  Experimental physics
 Applied sciences
 Experience oriented
tourism
 Experience education
 Green education
 Hands-on Methods
for learning and
understanding
 Learning adventuring
or what

23.  Deweys four basics
◦ 1. social interference
◦ 2. research and
innovations
◦ 3. doing and
constructing
◦ 4. artistic
 Connect school with
society

24.  Extra mural school
 Camp school
 Nature school
 Curriculum – nature
 Learning environment
 Learning modules
 Edu-service network

25.  Material
Content
 Activities
 Cultural touch
 Byond daily
borders
 Natural touch
 Network service
 Multi-functional
benefits

26.  High
demand
 Safety as
challenge
 Responsibil
ity for
teacher
and service
producer
 Monitoring
the results
 Community
resilience

27. EduTourism is:
 3-4 helix model:
• formal or informal
• education and life long learning ◦ scientific knowledge
• in unique natural, historical &
◦ educational
multi-cultural environments
• tourism program or product understanding
offering ◦ service design
•participants travel to a location ◦ learning environment
with the primary purpose of a
management
learning experience

28.  Step 1. Recognise Stakeholders, experts and actors,
 Step 2. Analyse the integration of different
objectives and the players
 Step 3. Analyse and create commitments on the
roles of the players in the development process
 Step 4. Create an organisation with structure to
solve the issues of integration
 Step 5. Organise the Know-flow in the forest-edu
service development process and monitor the
outcomes.
 Step 6. Organise an effective communication and
marketing

29. Common model for environmental
education; integration
Public authorities
Business Enterprises Education expert organisation
Integration of the sector interests in the forest-edu services

30. Research
The basic
& Edu. stakeholders
expertise recognised for the
NGOs
National For-edu service
park development
For-EDU
Tourism Tourism
SMEs Services Municipality
School Region
Gov.
organizations

31. KEY
ACTOR
EXPERT
TEAM
FOREST-
EDU
FORUM
Layers of the organisation
in developing the forest-
edu service

32. The network for the Key Actor
of the forest-edu services
Networks
Science
and
Edu-
expertise
Key Actor ENV
Marketing Service manager
coordinator
Supporting
services

33.  Outside the normal
day
 New and strange
 Not easy
 Wild
 Safe but risky
 Resilience skills
needed
 There and back
again

34.  Hero
 Stranger -
clue
 Motive to
go to the
trail
 Tools
 Borders
crossed
 Innovation
needed
 What was
found and
learnt